A bilingual glossary for IELTS band 5
A thematic, bilingual glossary was used in an International English Language Testing System (IELTS) course at Politecnico di Torino, Italy. This paper reports on an evaluation performed on this glossary with the objective of determining its validity as a learning tool, as well as its usefulness in h...
| Author: | |
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| Format: | Article |
| Status: | Published version |
| Publication date: | 2009 |
| Country: | España |
| Institution: | Universidad de Sevilla (US) |
| Repository: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/34210 |
| Online Access: | http://hdl.handle.net/11441/34210 |
| Access Level: | Open access |
| Keyword: | Word lists Bilingual word pairs IELTS Decontextualized vocabulary learning Listas de palabras Parejas bilingües de palabras Aprendizaje decontextualizado del léxico |
| _version_ | 1878741975392321536 |
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| author | Serrano Van der Laan, Marta |
| author_browse | Serrano Van der Laan, Marta |
| author_facet | Serrano Van der Laan, Marta |
| author_role | author |
| collection | idUS. Depósito de Investigación de la Universidad de Sevilla |
| description | A thematic, bilingual glossary was used in an International English Language Testing System (IELTS) course at Politecnico di Torino, Italy. This paper reports on an evaluation performed on this glossary with the objective of determining its validity as a learning tool, as well as its usefulness in helping students pass IELTS at the required band mark. An overview of the literature on the subject of word lists, list-learning and bilingual pair vocabulary learning, together with a critical discussion of the glossary allows positive conclusions to be reached regarding the glossary’s validity. However, the difficulty of ascertaining any tangible influence of the glossary in students’ exam results reveals that the second objective of the evaluation may have been too ambitious. This paper pleads in favor of decontextualized vocabulary learning and the use of bilingual word pairs in SLA theory and English language teaching. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_ee3a64a754032fdaeeed7790cb4ecc40 |
| institution | Universidad de Sevilla (US) |
| instname_str | Universidad de Sevilla (US) |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:idus.us.es:11441/34210 |
| publishDate | 2009 |
| publishDateSort | 2009 |
| publisher | Universidad de Sevilla |
| publisherStr | Universidad de Sevilla |
| reponame_str | idUS. Depósito de Investigación de la Universidad de Sevilla |
| spelling | A bilingual glossary for IELTS band 5 Serrano Van der Laan, Marta Word lists Bilingual word pairs IELTS Decontextualized vocabulary learning Listas de palabras Parejas bilingües de palabras Aprendizaje decontextualizado del léxico A thematic, bilingual glossary was used in an International English Language Testing System (IELTS) course at Politecnico di Torino, Italy. This paper reports on an evaluation performed on this glossary with the objective of determining its validity as a learning tool, as well as its usefulness in helping students pass IELTS at the required band mark. An overview of the literature on the subject of word lists, list-learning and bilingual pair vocabulary learning, together with a critical discussion of the glossary allows positive conclusions to be reached regarding the glossary’s validity. However, the difficulty of ascertaining any tangible influence of the glossary in students’ exam results reveals that the second objective of the evaluation may have been too ambitious. This paper pleads in favor of decontextualized vocabulary learning and the use of bilingual word pairs in SLA theory and English language teaching. En un curso de preparación para el examen International English Language Testing System (IELTS) en el Politecnico di Torino (Italia) se utilizó un glosario bilingüe organizado por temas. Este trabajo informa sobre una evaluación crítica del glosario cuyo objetivo era determinar la validez del mismo como instrumento para el aprendizaje, así como su utilidad para ayudar a los alumnos a superar el IELTS con la puntuación necesaria. Una panorámica de la bibliografía existente sobre la cuestión del aprendizaje de listas de vocabulario y de parejas bilingües de palabras, junto con un análisis crítico del glosario permiten llegar a conclusiones positivas en lo que se refiere a la validez del mismo. Sin embargo, la dificultad de determinar una influencia tangible del glosario en los resultados obtenidos en el examen ponen en evidencia que el segundo objetivo de la evaluación fue demasiado ambicioso. Este trabajo aboga por volver a valorar positivamente el aprendizaje descontextualizado del léxico y el uso, por parte de la teoría del aprendizaje de segundas lenguas (SLA) y en el ámbito de la enseñanza del inglés, de listas bilingües de palabras. Universidad de Sevilla http://hdl.handle.net/11441/34210 |
| spellingShingle | A bilingual glossary for IELTS band 5 Serrano Van der Laan, Marta Word lists Bilingual word pairs IELTS Decontextualized vocabulary learning Listas de palabras Parejas bilingües de palabras Aprendizaje decontextualizado del léxico |
| status_str | publishedVersion |
| title | A bilingual glossary for IELTS band 5 |
| title_full | A bilingual glossary for IELTS band 5 |
| title_fullStr | A bilingual glossary for IELTS band 5 |
| title_full_unstemmed | A bilingual glossary for IELTS band 5 |
| title_short | A bilingual glossary for IELTS band 5 |
| title_sort | A bilingual glossary for IELTS band 5 |
| topic | Word lists Bilingual word pairs IELTS Decontextualized vocabulary learning Listas de palabras Parejas bilingües de palabras Aprendizaje decontextualizado del léxico |
| topic_facet | Word lists Bilingual word pairs IELTS Decontextualized vocabulary learning Listas de palabras Parejas bilingües de palabras Aprendizaje decontextualizado del léxico |
| url | http://hdl.handle.net/11441/34210 |